Differentiating instruction based on needs, interests, and learning preferences is important to keep students engaged.  Students can rely on more than one learning style however generally speaking an individual tends to develop a strength for one or two preferred styles of learning (Perini, M., Silver, H., &S Strong, R., 2004).   I used the data collected from the learner style inventory along with observational data to create a differentiated math lesson to review fractions for a group of 4th grade students.  I decided to create a variety of instructional activities for students to work though with a partner.  I thought this would be highly engaging for students as they traveled to each new station after the completion of one.  I have found that with this group of students, movement is needed for engagement to stay high.  The data lead me to create a variety of lessons that tapped into each different style of learning.  There is movement, creativity, listening responses, and communication involved in the chosen activities.  The goal is to review fractions, in particular reviewing the 6 strategies for comparing fractions as well as reasoning the comparison of fractions. 

              Using a variety of tools and strategies along with the incorporation of technology, hands on activities, and small group settings will help students meet expectations (Ullman, 2022).  Each station that was created provides a different type of assessment.  Creating a variety of assessment choices as also an important factor when planning this lesson.  I wanted to make sure students had a variety of resources and means to displaying their level of understanding.  The activities came with outcome which supports fraction-based skill assessments.  For example, one activity is cutting out fractions and then gluing them down in correct ascending order.  If the frictions are placed in the correct order an image will be displayed, it is similar to a mystery picture worksheet. 

              Although there are no ELL students needing additional support, I was ready with materials printed out in Spanish, which is the language the 2 ELL students speak.  The 2 ELL students have a good understanding of written and spoken English language.  I tend to use google translate for those students needing additional support in the explanation of instructional content or directions.  Students with special needs are accommodated according to their specific IEP or 504 goals.  By observation I can also gain an understanding and prepare any additional materials ahead of time as I anticipate.  There are 2 students in this group that is also part of the gifted program in my building.  I make sure to provide enrichment lessons for them.  I also give them opportunities to be paired with students on a lower level of understanding as this allows the higher-level students to engage in learning by teaching.  I believe teaching someone how to do something is an important part to displaying a level of understanding, which can be used as an assessment tool. 

              Technology is a great tool that can be used in any content and grade level if chosen correctly.  It is important to take into consideration the 4e’s when choosing which technology, you want to use for your instructional content.  The 4 e’s are is the technology equitable, efficient, effective, and engaging (KilbaneC., Milman, K., 2023).  The technology I chose can used as an extension to the lesson but also as an alternative to one of the choice activities.  I-ready is the math curriculum that is being used primarily in my building.  Having I-ready as an alternative is an activity that students use by themselves, as it tracks their progress and differentiates the math lessons according to that students scores.  Students in my building all have a chrome book to be used at school and also brought home.  This also allows students to continue practicing skills at home. 

References

Kilbane, C., Milman, N. (2023, June, 26).  Differentiated Learning and Technology: A powerful combination.  ASCD.  https://ascd.org/el/articles/differentiated-learning-and-technology-a-powerful-combination

Perini, M., Silver, H., & Strong, R.  (2004, Feb. 1).  Creating a differentiated mathematics classroom.  ASCD.   https://ascd.org/el/articles/creating-a-differentiated-mathematics-classroom

Ullman, E.  (2022, Aug. 29).  7 Strategies for differentiated math instruction.  HMH.  https://www.hmhco.com/blog/strategies-for-differentiated-math-instruction?srsltid=AfmBOorpIvunCEOvxZ8v5NJA0BZ26uhR0oDAcT-YN9uYwrbLtFF5_A0n